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enjoyed the interactive nature, thought the links were great

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enjoyed the interactive nature, thought the links were great

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case study info presented in a more personal way, and a little more time to read this, also questions to be addressed to be handed out with case studies to make session run faster

one part of practice I will change is to consider how to set applicant'
s expectations clearly so they are thinking about what reasonable adjustment might mean for them in the light of their needs

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Theory practice duscrepancies in support.

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Theory practice duscrepancies in support.

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Isses with non identified students receiving less face to face tutorial time

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Case study 1) applying creative solutions e.g. Technology based learning.

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Case study 1) moving from deficit model to strengths based model

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How do we as staff have a sense of the experience: staff training?

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How do we as staff have a sense of the experience: staff training?

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Case study 1) having difficult conversations as a preventative measure not curative.

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Staff training: do staff really know what it is like to have these learning challenges, how do we wa

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Staff training: do staff really know what it is like to have these learning challenges, how do we wa

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It would benefit all students to adapt lectees

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It would benefit all students to adapt lectees

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Move from information giving sessions to sessions in which you are facilitating the creation of students' own knowledge e.g. with use of interactive exercises and worksheets where tasks are clear and students take responsibility for active learning. As always, advance preparation is key

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Case study 1) Matching students expectations with those of staff.

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Case study 1) Matching students expectations with those of staff.

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Case Study 2 Variety of assessment and assessment approaches ensuring students are clear about expectations

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Case Study 2 Variety of assessment and assessment approaches ensuring students are clear about expectations

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formative and summative assessment
choice to allow students to demonstrate what they are good at  - not favour one assessment style

build on development of skills to manage transition to new assessment, integrating material etc for independent learning for adult returning to education

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Ensuring student has access to software such as recording lecture/translation to written word if required

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Ensuring student has access to software such as recording lecture/translation to written word if required

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Case study 1) Taking a strength based approach e.g. Students working in paired activity whos strengths compliment each other.

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Case study 1) being aware of entitlements and then providing choices NB: ensuring activities are an invitation not a demand. 

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Case study 1) being aware of entitlements and then providing choices NB: ensuring activities are an invitation not a demand. 

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hand out and presentations in advance, be prepared to be recorded, slides on BB, multi modal presentations, check with individual students what worked in FD and build on those strengths - what worked for them
consider how to capture learning small group exercises by asking students to post or blog afterwards
encourage students to develop compensatory strategies
use travel time to listen to recordings
for nursing and applied criminology the transition to practice settings needs to be fully considered

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1. Talk to a student/staff member with a similar limitation to assess the practicality of the proposed class/assessment. How can it be improved?

2. Prepare the student for the coming class, with learning Outcomes and activities so they can consider and prepare/adapt and so reduce or eliminate anxiety on the day. Includes practical activities and field work etc.

3. Review student entitlements on SOLE, if possible, previous student -university discussion of needs etc.

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Talk to the student about what her needs are?
Identify notice and present material well in advance to enable student to take the time they need
Provide flexible options for material
Consider lecture capture
Considering slide content
Considering material content and presentation
Ensuring accessibility

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University - need to manage student expectations about type of assessment strategies. Also need to provide academic staff with more effective data on the type of disability (anonymised) within cohort.
Provide disaggregated data by subject so that course teams can plan in advance.
Course design - where an assessment type is not mandatory, include student choice of assessment